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Computer Supported Collaborative Learning

  • Conference proceedings
  • © 1995

Overview

Editors:
  1. Claire O’Malley

    1. ESRC Centre for Research in Development, Instruction and Training Department of Psychology, University of Nottingham, Nottingham, UK

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Part of the book series: NATO ASI Subseries F: (NATO ASI F, volume 128)

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Table of contents (15 papers)

  1. Front Matter

    Pages I-X
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  2. Peer Learning with Computers

    1. Front Matter

      Pages 1-1
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    2. Collaborative Problem Solving with HyperCard: The Influence of Peer Interaction on Planning and Information Handling Strategies

      • Agnès Blaye, Paul Light
      Pages 3-22

    3. Small Group Collaborative Discovery Learning from Hypertext

      • Anthony Anderson, J. Terence Mayes, Michael R. Kibby
      Pages 23-38

    4. Peer Interaction and Writing: The Process of Revision

      • Gisella Paoletti
      Pages 39-50

    5. Computer Support for the Collaborative Learning of Physics Concepts

      • Christine Howe, Andrew Tolmie, Mhairi MacKenzie
      Pages 51-68

    6. The Construction of Shared Knowledge in Collaborative Problem Solving

      • Jeremy Roschelle, Stephanie D. Teasley
      Pages 69-97

  4. The Social and Organisational Context

    1. Front Matter

      Pages 163-163
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    2. Educational Practice Within Two Local Computer Networks

      • Charles Crook
      Pages 165-182

    3. Technology’s Role in Restructuring for Collaborative Learning

      • Denis Newman
      Pages 183-199

  6. Design Issues

    1. Front Matter

      Pages 265-265
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    2. Issues in Computer Supported Collaborative Learning

      • Liam J. Bannon
      Pages 267-281
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Keywords

About this book

Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self­ paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on "Computer supported collaborative . learning". A total of 20 researchers from Europe (Belgium.

Editors and Affiliations

  • ESRC Centre for Research in Development, Instruction and Training Department of Psychology, University of Nottingham, Nottingham, UK

    Claire O’Malley

Bibliographic Information

  • Book Title: Computer Supported Collaborative Learning

  • Editors: Claire O’Malley

  • Series Title: NATO ASI Subseries F:

  • DOI: https://doi.org/10.1007/978-3-642-85098-1

  • Publisher: Springer Berlin, Heidelberg

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer-Verlag Berlin Heidelberg 1995

  • Softcover ISBN: 978-3-642-85100-1Published: 15 December 2011

  • eBook ISBN: 978-3-642-85098-1Published: 06 December 2012

  • Series ISSN: 0258-1248

  • Edition Number: 1

  • Number of Pages: X, 303

  • Topics: Artificial Intelligence, Computer Communication Networks

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